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Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

For the MoPTA, this Lesson Plan Format is an optional tool that can help a teacher
candidate develop well-planned and structured lessons. This format also can help a
teacher candidate better understand and design meaningful daily lessons that can
positively enhance his or her instructional practice and students learning. This
Lesson Plan Format is intended for use in con!unction with Tas"s #, $, and %, but
again, it is not a re&uired document.
Adyson Conley (Grade 3: Reading)
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
+ead with su-cient accuracy and .uency to support comprehension.
("ill/ Visualizing to comprehend
Learning Obecti!es/Goals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
Following discussion and instruction, the students will be able to use
their visuali0ation reading s"ill strategy to accurately comprehend The
Three Little igs, by drawing and sharing their understanding of the

Assess"ent (ty#e$s% o& assess"ent used t'roug'out t'e lesson)
!ssessment"s# before, during, and after the lesson
(tudents will visuali0e their views2understanding of the te1t by
drawing their thoughts and conclusions 3p. 4-56 37-886 38#-846
(tudents will, with a partner, discuss the summary of the te1t by
incorporation "ey details and facts they visuali0ed.
'omprehension discussion cards
9roup comprehension &ui0 3time permitting6
Lesson Structure and (rocedures
$equence of events of the lesson elements%
"The before, during, and after the lesson, e%g%, &ngagement'(pening,
rocedures, )uided ractice, *onclusion#
:ac"ground "nowledge chec"/ ;hat are some of your favorite
;hat are some common elements of fairytales<
*ntroduce The Three Little Pigs 3discuss various versions of the te1t6
+eading (trategy/ =isuali0e. ;hat does visualizing mean to you<
3good readers visuali0e what they see when they read6
Locate title, table of contents and glossary 3discuss the purpose of
+ead The Three Little Pigs
(tudents will be as"ed to draw scenes at speci>c points in the te1t by
visuali0ing. (tudents will then share their thoughts with peers to show
how they imagined the te1t.
'omprehension &uestion cards
(ummary with partners 3students will state parts within the te1t that
they were able to visuali0e clearly and concisely6
9roup comprehension &ui0
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
(tudents will be as"ed to draw $ speci>c points within the story to
demonstrate their comprehension of the te1t.
(tudents will share their drawings to compare and contrast the
variation on how people view te1ts.
(tudents will discuss with partners "ey points that they were able to
distinctively visuali0e.
9roup comprehension cards will be used to display how well students
understood the te1t.
As a group, the students will ta"e a &ui0 to display how using the
visuali0ing reading strategy helps to thoroughly understand a te1t.
Learning Acti!ities
(pportunities provided for students to develop kno3ledge and skills of the
learning objectives
+ead The Three Little Pigs aloud in small group.
(tudents will use the visuali0ing reading strategy to help comprehend
the meaning of the te1t.
Resources and )aterials
List of materials used in the planning of and during the instruction of the
+eading A-? Te1t/ The Three Little Pigs
:lan" paper and crayons 3student will draw what they visuali0ed on
speci>c pages6
'omprehension &uestioning cards
'omprehension &ui0
@uestion mar"s
1nstructional and'or assistive technology incorporated into the lesson to
enhance instruction and student learning
,i-erentiation/Acco""odations/)odi.cations/Increase in Rigor
To help meet the needs of all learners, learning di4erences, cultural and
language di4erences, etc%
*ncorporating a variety of activities to meet the needs of the diAerent
=isual/ viewing the te1t and representing comprehension in their mind
Auditory/ listening to peers read the te1t aloud
Binesthetic/ drawing the meaning of the te1t
(ame level2ability grouping
(ame level te1t
Classroo" )anage"ent
$trategies consistent 3ith the learning needs of the lesson that also meet
student behavior needs to help keep students on task and actively engaged
* will engage students by having everyone participating in the read
* will motivate each student by constantly using positive praise and
(tudents will be as"ed &uestions throughout the te1t as a
comprehension chec".
!ctivities for early 5nishers that e6tend students understanding of and
thinking about the learning objectives by applying their ne3 kno3ledge in a
di4erent 3ay
1ollo23u# to *oday4s Lesson
7uick activity for revie3 or building on todays learning that 3ill deepen
student understanding and interconnect concepts "may be incorporated
tomorro3 or throughout the unit#
Additional In&or"ation
!ny area or lesson component that may not have been covered by this
format that you think is vital to include in this lesson
( 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender,
national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities,
and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel,
Coordinator Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO
65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email civilrights@dese.mo.gov